Action learning groups: can they help students develop their knowledge and skills?

Heidari, Farnaz; Galvin, Kathleen

doi:10.1016/s1471-5953(02)00054-9

Cited by 21 publications

(17 citation statements)

References 9 publications

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“…Heidari et al asserted that education plays a significant role in enhancing knowledge, modifying attitudes, and improving performance in diabetic patients in terms of appropriate nutritional behavior. Therefore, nutrition education along with insulin therapy is an important factor in controlling DM-1 (21). Studies conducted by Salvatoni et al, Herbst et al, and Lopes Souto et al have shown an association of physical activity and exercise training with adequate long-term blood glucose control, particularly with decreased levels of glycosylated hemoglobin (HbA 1C ) and increased insulin sensitivityin patients with DM-1 (22)(23)(24).…”

Section: Discussionmentioning

confidence: 99%

“…The scores ranged from five (highest score) to one (lowest score) on each item. The total score of self-care performance was assigned to four score categories based on the 25 items: very good (21)(22)(23)(24)(25), good (15)(16)(17)(18)(19)(20), moderate (11)(12)(13)(14), and weak (1-10). The questionnaire was developed based on scientific findings and academic sources.…”

Section: Methodsmentioning

confidence: 99%

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Self-Care Performance in Children and Adolescents With Type 1 Diabetes Mellitus

Salehi

Shafiei

Amini

et al. 2014

Jundishapur J Chronic Dis Care

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Background:The key factor in the management of diabetes mellitus (DM) is promoting self-care behavior, which may help to control patients' blood glucose appropriately. The first step in DM management is to identify the patients' self-care needs. Objectives: The present study aimed to determine and compare self-care performance between children and adolescents with type 1 DM (DM-1). Patients and Methods:This descriptive-analytical research was conducted on 99 children and adolescents with DM-1 who were referred to the Endocrinology and Metabolism Research Institute of Isfahan in the first half of 2012. The participants were recruited using convenience sampling procedure. The data were collected using researcher-made questionnaire; the reliability and validity of this questionnaire were examined and approved before administration to the subjects. The data were analyzed using SPSS. Results: The items were quantified on a five-point Likert scale. With regard to nutrition, 36.4% of children and 40.9% of adolescents had moderate performance. Moreover, 56.3% of children and 47% of adolescents showed moderate performance regarding DM management and 37.9% of adolescents had moderate performance in exercise training. The subjects had good and very good self-care performance scores. The results showed no significant difference in the mean scores of overall self-care performance between children and adolescents; however, there was a significant difference in the mean scores of exercise training and glucose self-monitoring between males and females, which indicated females' weaker performance in comparison to that of males regarding these two factors (P = 0.02). Conclusions: Identifying the needs of children and adolescents with DM-1 in terms of self-care and education may help them to have better performance in management, control, and prevention of DM complications.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Self-Care Performance in Children and Adolescents With Type 1 Diabetes Mellitus

Salehi

Shafiei

Amini

et al. 2014

Jundishapur J Chronic Dis Care

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“…Students that were "learning through reflection", "improving a humanistic manner" and "utilizing theatrical tools to facilitate this reflection" were main arguments [13,14]. Some other researchers noted that the support performing students received from other students and from teachers facilitated student centered learning and promoted student confidence [15-17]. Familiarizing the students with the topic, providing resources and information, allowing students to ventilate their feelings, offering counselling to use their own skills, and encouraging were all suggested means to facilitate the students' preparation.…”

Section: Discussionmentioning

confidence: 99%

Using theatre in education in a traditional lecture oriented medical curriculum

et al. 2009

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BackgroundLectures supported by theatrical performance may enhance learning and be an attractive alternative to traditional lectures. This study describes our experience with using theatre in education for medical students since 2001.MethodsThe volunteer students, coached by experienced students, were given a two-week preparation period to write and prepare different dramatized headache scenarios during three supervised meetings. A theatrical performance was followed by a student presentation about history taking and clinical findings in diagnosing headache. Finally, a group discussion led by students dealt with issues raised in the performance. The evaluation of the theatre in education lecture "A Primary Care Approach to Headache" was based on feedback from students.ResultsMore than 90% of 43 responding students fully agreed with the statement "Theatrical performance made it easier to understand the topic". More than 90% disagreed with the statements "Lecture halls were not appropriate for this kind of interaction" and "Students as teachers were not appropriate". Open-ended questions showed that the lesson was thought of as fun, good and useful by most students. The headache questions in the final exam showed results that were similar to average exam results for other questions.ConclusionUsing theatrical performance in medical education was appreciated by most students and may facilitate learning and enhance empathy and team work communication skills.

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“…Learning in an environment in which they felt they could vocalize any problems they encountered facilitated learning and promoted self-confidence. 31 One author delivered the 3 entrepreneurial workshops because of previous experience and qualifications in the area, holding a postgraduate diploma in management practice from University College Dublin.…”

Section: Designmentioning

confidence: 99%

Developing Entrepreneurial Skills in Pharmacy Students

Laverty

Hanna

Haughey

et al. 2015

American Journal of Pharmaceutical Education

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Objective. To create, implement, and evaluate a workshop that teaches undergraduate pharmacy students about entrepreneurship. Design. Workshops with 3 hours of contact time and 2 hours of self-study time were developed for final-year students. Faculty members and students evaluated peer assessment, peer development, communication, critical evaluation, creative thinking, problem solving, and numeracy skills, as well as topic understanding. Student evaluation of the workshops was done primarily via a self-administered, 9-item questionnaire. Assessment. One hundred thirty-four students completed the workshops. The mean score was 50.9 out of 65. Scores ranged from 45.9 to 54.1. The questionnaire had a 100% response rate. Many students agreed that workshops about entrepreneurship were a useful teaching method and that key skills were fostered. Conclusion. Workshops effectively delivered course content about entrepreneurship and helped develop relevant skills. This work suggests students value instruction on entrepreneurship.

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Action learning groups: can they help students develop their knowledge and skills?

Cited by 21 publications

References 9 publications

Self-Care Performance in Children and Adolescents With Type 1 Diabetes Mellitus

Self-Care Performance in Children and Adolescents With Type 1 Diabetes Mellitus

Using theatre in education in a traditional lecture oriented medical curriculum

Developing Entrepreneurial Skills in Pharmacy Students

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